DEVELOPING STUDENTS' FUNCTIONAL LITERACY IN PRIMARY EDUCATION THROUGH METACOGNITIVE AND INQUIRY-BASED APPROACHES

This article theoretically and practically analyzes the integrative potential of metacognitive and inquiry-based approaches in developing primary school students' functional literacy. The modern educational paradigm requires not only the acquisition of knowledge but also the ability to apply it in real-life situations, solve problems independently, and manage one’s own cognitive activity. The study substantiates the synergistic relationship between metacognitive strategies (planning, monitoring, evaluation) and inquiry-based learning (questioning, investigating, presenting results). It is experimentally proven that the integration of these approaches effectively enhances functional literacy in primary school students by developing critical thinking, information processing, communication, and reflective competencies. The article provides methodological recommendations for organizing the educational process and presents practical results.

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